An Introduction to Learning Styles

Learning styles suggest that we all learn in different ways.  These ideas became popular in the 1970’s, principally through what was described by David A. Kolb as experiential learning which is based on the idea that learning is a process whereby knowledge is created through transformation of experience. It is based on four main elements which operate in a continuous cycle during the learning experience:

• Concrete experience
• Reflective observation
• Abstract conceptualization
• Active experimentation

Kolb described learning as ‘the process whereby knowledge is created through the transformation of experience’ (Kolb 1984:38). Kolb’s model of learning is particularly relevant for professionals, or anyone seeking to learn from experience, since it refers to the organization and ‘construction of learning from observations that have been made in a practical situation, with the implication that the learning can then lead to improved action’ (Moon, 1999:20).

Within Kolb’s learning cycle (1984), Kolb identifies four stages of learning, illustrated above and described further as follows:-

Concrete Experience: Experience may be active in the sense of involving action/physical engagement or can also be broadened to include learning from a lecture or workshop, where questions are provoked or unresolved, or learning from a range of reading, where ideas need to be integrated. Experience cannot be developed into learning unless the learner has the intention to learn (Eraut, 1994). This intention may arise because of a surprise in the outcome, an unexpected occurrence which highlights the need for learning or the need to gain some form of accreditation, etc.

Reflection: Following experience, reflection in, or on, the event is needed to facilitate learning. This can be enhanced through questions, considering the experience in the light of additional sources, discussion, etc. Within Kolb’s cycle, reflection is the process of transforming the concrete experience of events, or learning, into abstract conceptualisation, allowing for generalisation and the creation of concepts which can be applied to new, or similar, situations.

Abstract Conceptualisation: Abstract Conceptualisation is the process of making sense of what happened in experience and involves interpreting events. At this stage the learner makes comparisons between what their experience was and what they already know. They may draw upon theory from textbooks for framing and explaining events, models they are familiar with, ideas from colleagues, previous observations, or any other knowledge that they have developed. This process enables the formation of theories to guide future action.

Active Experimentation: The active experimentation stage of the learning cycle involves the learner in consideration of how they are going to put what they have learnt into practice. This involves taking the new understanding and translating it into predictions as to what will happen next or what actions should be taken to refine, or revise, the way a task is to be handled.

An important feature of Kolb’s theory is that the process of learning perpetuates itself, so that the learner changes from actor to observer, creating a new form of experience on which to reflect at each cycle. The learning cycle can be entered at any stage, but stages need to be sequential.

Question: Can you think of a time when you have reflected in action? What was the initial impetus for that reflection? Was it an attempt to resolve perplexity as suggested by Dewey? When have you reflected ‘on action’? What was necessary for that to happen? How might you maximise the process of reflection within your own professional practice?

Adapting Learning Styles

Peter Honey and Alan Mumford adapted Kolb’s experiential learning model in aligning the learning cycle with leadership or managerial experiences.  The virtuous cycle encompasses, first, having an experience, then reviewing the experience, third, concluding from the experience, and finally, planning for improvement based on this experience.  Four learning styles are suggested:

1. Activist
2. Reflector
3. Theorist
4. Pragmatist

These four learning styles are assumed to be acquired preferences that are adaptable, either at will or through changed circumstances, rather than being fixed personality characteristics.   A learner can possess different dimensions and can have preferences along a scale for each.  However, it is likely that one style will be the dominant style.  Programme participants will now  “meet” our four hypothetical team members who have differing dominant learning styles.